Giao an lop 3 chuan T27

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Week 2

Unit 1: Hello

Lesson 1 - Period 1 (Page 6)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to greet and self-introduce.
2. Languge focus:

- Sentence patterns: Hello. I’m Mai.
 Hi, Mai.

- Vocabulary: hi, hello, I’m.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss some questions:
+ Do you like English?
+ Who can speak English?

...

- Teacher – Whole class

Look, listen
and repeat

(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”; “Where are they?”; “What are
they doing?”

- Ask Ss to listen to the tape and point to
the text.

- Ask Ss to listen and repeat the
dialogue.

- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Use a poster or two characters puppets
to present the situation and new
language.

- Teacher – Whole class

- Whole class
- Whole class

- Teacher – Whole class;

Half – half; Pairs

Look and say
(20’)

- Sentence patterns:
Hello. I’m Mai.
 Hi, Mai.

- Ask the whole class to listen and repeat
the sentence patterns in a few time.
* Note: + “Hi” is very informal. It can
be used with friends but not with adults.

“ Hello” is also informal and friendly
but more formal than “Hi”. It can be
used with adults.

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+ I’m = I am

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”

- Model. Point to picture a and say “

Hello. I’m Nam” and have Ss to be Mai
to respond.

- Ask Ss to repeat in a few times and fill

in the bubble speech.

- Ask Ss to practise.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Teacher – Whole class
- Whole class

- Whole class

- Teacher – Whole class;
Half – half; Pairs

Reinforcement
(5’)

* Name cards

- Explained how the game is played:
Each Ss holds up one piece of paper on
which his/her name is written. When
he/she holds the piece of paper up in the
air, he/she introduces himself or herself,
saying, eg: Hello, I’m Mai.

- Call on some Ss to demontrstrate the
game at the front of the class. The rest of
the class observe and give comments.

- Individually

Homelink
(2’)

- Practise greeting and self-introducing
at home.

- Do at home.

Unit 1: Hello

Lesson 1 - Period 2 (Page 7)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to greet and self-introduce.
( Review).

2.Languge focus:

- Sentence patterns: Hello. I’m Mai.
 Hi, Mai.

3.Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up

(3’)

- Ask Ss to go in front of the class to
greet and self-introduce.

- Individually

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(15’) the questions “ Who’s he?”; “Who’s
she?”; “What are they doing?”. Point to
picture a and ask Ss to guess what the
girls would say to greet each other. Fill
the speech bubbles with the correct
phrase provied by Ss. Then have them to
repeat the sentences in the bubbles a few
times before letting them practise freely.
- Ask Ss to practise acting out in pairs,
using the pictures in theirbooks or the
character puppets.

- Call on a pair to demonstrate at the
front of the class, the rest of the class
watch and comment.

- Have Ss two minutes to practise, then
ask some pairs to practise in front of the
class.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Pairwork

Let’s chant
(15’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”; “What are they doing?”.

- Put the piece of paper with the chant
on the board.

- Play the recording all way through for
Ss to listen, clap the syllables.

- Play the recording again for Ss to listen
and repeat each line of the chant and
clap the syllables.

- Ask Ss to practise the chant.

- Ask whole class to repeat the chant.
- Check pronunciation.

- Teacher – Whole class

- Whole class
- Whole class

- Half – half; group;
individually

- Whole class

Reinforcement
(5’)

* Let’s chant “Hello” - Whole class; group;

individually
Homelink

(2’)

- Recite the chant on page 7. - Individually

Unit 1: Hello

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I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to greet and self-introduce.
( Review).

2.Languge focus:
- Phonics: hello hi

- Sentence patterns: Hello. I’m Mai.
 Hi, Mai.

3.Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss to recite the chant on page 7. - Whole class ; Individually
Listen and

repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”; “What are they doing?”

- Have Ss to look at the words “hello”

and “hi” and notice the letter coloured
differently in both words.

- Produce the sounds of letter “h” and

“i” in a few times

- Put the piece of paper with the chant
on the board.

- Play the recording all way through for
Ss to listen, clap the syllables.

- Play the recording again for Ss to listen
and repeat each line of the chant and
clap the syllables.

- Ask Ss to practise the chant.

- Call on a group to recite the chant, the
rest of the class clap the syllables.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Make a few questions to check Ss’
comprehension.

- Ask Ss to recite the chant to reinforce
their pronunciation.

- Have Ss to circle all the words
containing the focused sounds “hello”

and “hi” in the chant

- Teacher – Whole class
- Whole class

- Whole class

- Whole class
- Whole class

- Half – half; group;
- Group

- Whole class
- Whole class
- Whole class

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number
(20’)

using the questions “ Who’s he?”;
“Who’s she?”. Tell Ss that they are
going to listen to the recording and
match the information they hear to the
pictures. They should number the boxes.
- Play the recording all way through for
Ss to listen while they are looking
closely the pictures in their books.

- Play the recording again for Ss to listen
and number the boxes.

- Ask Ss to give their answers.

- Replay the recording for Ss to check
their answer.

- Ask Ss some questions to check Ss’
comprehension.

- Whole class

- Individually
- Individually
- Whole class
Key:1d,; 2c; 3b; 4a
- Whole class

Reinforcement
(5’)

Let’s chant: “ hello hi” - Whole class; group;
individually

Homelink
(2’)

- Recite the chant on page 8. - Individually

Unit 1: Hello

Lesson 2 - Period 4 (Page 9)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to read names and match and 
know how to play game “Name cards”.

2.Languge focus:

- Sentence patterns: The boy is Nam. The girl is Hoa.
- Vocabulary: boy, girl

3.Resources: Student book, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss to recite the chant on page 8. - Whole class ; Individually
Read and

match
(20’)

- Ask Ss to describe the picture by using
the questions “ How many pictures are
ther?”; “How many sentences are
there?”; “ Who’s he?”; “Who’s she?”;
“What is he/she doing?”. Tell Ss that
they are going to read the sentences to
get the information in order to match the

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pictures to the text. Explain new words
“boy, girl”

- Ask Ss to read the sentences
individually and do the task.

- Ask Ss to compair with their partners.
- Ask Ss to give their answers.

- Make somw questions to check Ss’
comprehension.

- Check.

- Ask Ss to read the text aloud in chorus
to reinforce their pronunciation.

- Individually
- Pairwork
- Individually
- Whole class

Key: 1d; 2c; 3b; 4a
- Whole class

Let’s play
(10’)

* Name cards

- Call on some Ss to demontrstrate the
game at the front of the class. The rest of
the class observe and give comments.

- Individually

Reinforcement
(5’)

Let’s play “Name cards” - Individually

Homelink
(2’)

- Greet and self-introduce. - Individually

Week 3

Unit 1: Hello

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1. Objectives: By the end of this lesson, Ss will be able to say goodbye.
2. Languge focus:

- Sentence patterns: Bye (Goodbye).

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss greet and self-introduce. - Individually
Listen and

repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”; “Where are they?”; “What are
they doing?”

- Ask Ss to listen to the tape and point to
the text.

- Ask Ss to listen and repeat the
dialogue.

- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,

assimilation of sounds and intonation)
- - Use a poster or two characters
puppets to present the situation and new
language.

- Teacher – Whole class

- Whole class
- Whole class

- Teacher – Whole class;
Half – half; Pairs

Look and say
(20’)

- Sentence patterns:

Bye (Goodbye).

- Ask Ss to listen and repeat the sentence
partterns in a few times.

* Note: “ Bye” is a short form of

“Goodbye” and more informal. It would
be used wit friends.

“ Goodbye” can be used with friends,
but also with people older than speakers.

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”; “ What are they doing”; “Where
are they?”. Ask Ss to guess and

complete the speech bubbles.

- Model. Call on a pair. Allocate the
parts of the characters Mai and Nam to
the Ss. Ask them to act out the dialogue
1.

- Ask Ss to practise acting out the

- Whole class

- Teacher – Whole class

- Pairwork

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dialogues, using the pictures in their
books.

- Call on some pairs to perform at the
front of the class, the rest of the class
observer and give comment.

- Ask the whole class repeat all the
phrases in chorus to reinforce their
pronunciation ( stress, assimilation of

sounds and intonation)

- Pairwork

- Whole class

Reinforcement
(5’)

* Let’s sing “ Goodbye teacher”

Goodbye teacher. Goodbye teacher.
See you again. See you again.

Bye see you tomorrow, Bye see you
tomorrow.

Bye goodbye, bye goodbye

- Put the large piece of paper on the
board. Tell Ss that they are going to sing
the song. Tell Ss the rhythms of the
song.

- Ask Ss to listen while they are reading
the song.

- Ask Ss to listen and repeat each line of
rhythms. Have Ss do the action while
they are repeating.

- Ask a group of 6 to the front of the
class, three of them sing and the left do
the action.

- Ask a student to the front of the class
to sing and do the action.

- Ask the whole class to sing and do the
action to reinforce their pronunciation.

- Whole class
- Whole class

- Groupwork

- Individually
- Whole class

Homelink
(2’)

- Recite the song “Goodbye teacher”. - Individually

Unit 1: Hello

Lesson 3 - Period 6 (Page 11)

I/ Overview.

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2. Languge focus:

- Sentence patterns: Hello. I’m Mai.
 Hi, Mai.

3. Resources: Student book, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss play game “ Name cards”. - Whole class
Write

(15’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”; “Where are they?”; “What are
they doing?”. Tell Ss that they are going
to read and get the information to write
the missing words in dialogues 1 and 2.
- Ask Ss to read silently and complete
the dialogues individually.

- Ask Ss to compare with their partners.
- Ask Ss to give their answers,the rest of
the class give comment.

- Check.

- Ask whole class to read aloud each line
of the dialogues to reinforce their
pronunciation.

- Teacher – Whole class

- Individually
- Pairwork
- Whole class
Key: 1. Hi; I’m
2. boy; girl
- Whole class

Let’s sing
(15’)

* The Hello song

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”; “Where are they?”; “What are
they doing?”.

- Put the large piece of paper on the
board. Tell Ss that they are going to sing
the song “ The hello song”.

- Play the recording all the way through

for Ss to listen while they are reading the
song.

- Play the recording again for Ss to
repeat each line of rhythms. Have Ss
point to the corresponding words while
they are repeating.

- Call on a group of 6 to the front of the
class, have three of them repeat each line

- Teacher – Whole class

- Whole class

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of the rhythms, others do the action.
- Ask Ss to work in group to practise
singing and doing the action.

- Call on a group to perform the song at
the front of the class, the rest of the class
sing along and clap the rhythms.

- Call on a student to perform the song.
- Have the whole class sing the song
again to reinforce their pronunciation.

- Groupwork

- Individually
- Whole class

Reinforcement
(5’)

- Let’s sing “The hello song”

* Summary: In this lesson, Ss have been
able to greet, self-introduce, and say
goodbye using hello/hi + name,
goodbye + name.

- Whole class; group;
individually

Homelink
(2’)

- Recite “The hello song” - Individually

Unit 2: My name is...

Lesson 1 - Period 1 (Page 12)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to make and respond to
introductions.

2. Languge focus:

- Sentence patterns: Hello. I’m Mai.
 Hi, Mai. I’m Nam.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss to sing the song “The hello
song”

- Whole class
Look, listen

and repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”; “What are they doing?”

- Ask Ss to listen to the tape and point to
the text.

- Ask Ss to listen and repeat each line in

the speech bubbles as they point to it.
- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,

- Teacher – Whole class
- Whole class

- Whole class

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assimilation of sounds and intonation)
- Use a poster or two characters puppets
to present the situation and new
language.

Look and say
(20’)

- Sentence patterns:

Hello. I’m Mai.
 Hi, Mai. I’m Nam.

- Ask Ss to listen and repeat the sentence
patterns in a few times.

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”; “What are they doing?”

- Model. Point to picture a and say “

Hello. I’m Tom” and have Ss to be Mai
to respond.

- Ask Ss to repeat in a few times and fill
in the bubble speech.

- Ask Ss to practise making and
responding introductions.

- Call on some pairs to perform at the
front of the class, the rest of the class
observer and give comment.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Teacher – Whole class
- Teacher - Whole class
- Teacher – Whole class
- Whole class

- Half – half; Pairs
- Pairwork

Reinforcement
(5’)

* Let’s sing

Hello. I’m Mai. Hello. I’m Mai.
Hi! Hi Mai. Hi! Hi Mai.

Hi! Hi ! Hi Mai. Hi! Hi! Hi Mai. 
I am Nam. I am Nam.

- Put the large piece of paper on the
board. Tell Ss that they are going to sing
the song. Tell Ss the rhyme of the song.
- Ask Ss to listen while they are reading
the song.

- Ask Ss to listen and repeat each line of
rhyme. Have Ss do the action while they
are repeating.

- Ask a group of 6 to the front of the
class, three of them sing and the left do
the action.

- Ask a student to the front of the class

- Whole class
- Whole class

- Groupwork

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to sing and do the action.

- Ask the whole class to sing and do the
action to reinforce their pronunciation.

- Whole class
Homelink

(2’)

- Recite the song - Individually

Unit 2: My name is...

Lesson 1 - Period 2 (Page 13)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to make and respond to
introductions ( Review)

2. Languge focus:

- Sentence patterns: Hello. I’m Mai.
 Hi, Mai. I’m Nam.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss to sing the song at last lesson. - Whole class
Talk

(15’)

- Ask Ss to describe the pictures by
using the questions “ Who’s he?”;
“Who’s she?”; “What are they doing?”.

Point to picture a and ask Ss to guess
what the girl would say to the boy and
vice versa. Fill the speech bubbles with
the correct phrase provied by Ss. Then
have them to repeat the sentences in the
bubbles a few times before letting them
practise freely. They can use the pictures
in their notebooks to practise or
role-play the exchanges.

- Ask Ss to practise acting the greeting
in pairs.

- Call on a pair to demonstrate at the
front of the class, the rest of the class
watch and comment.

- Have Ss two minutes to practise, then
ask some pairs to practise in front of the
class.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Teacher – Whole class

- Pairwork

- Pairwork
- Pairwork

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Let’s chant
(15’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”; “What are they doing?”.

- Put the piece of paper with the chant
on the board. Spell M-A-I and N-A-M for
Ss to repeat.

- Play the recording all way through for
Ss to listen, clap the syllables.

- Play the recording again for Ss to listen
and repeat each line of the chant and
clap the syllables.

- Ask Ss to practise the chant.

- Ask whole class to repeat the chant.
- Check pronunciation.

- Teacher – Whole class

- Whole class
- Whole class

- Half – half; group;
individually

- Whole class

Reinforcement
(5’)

- Ask Ss to write a dictation of the chant
on their notebooks.

- Individually

Homelink
(2’)

- Recite the chant on page 13. - Individually

Week 4 Unit 2: My name is...

Lesson 2 - Period 3 (Page 14)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to make and respond to greet
and say goodbye ( Review).

2. Languge focus:

- Vocabulary: how, spell.
- Phonics: Linda Nam

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3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss to recite the chant on page 13. - Whole class ; Individually
Listen and

repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”; “What are they doing?”;
“Where are they?”

- Have Ss to look at the words “Linda”

and “Nam” and notice the letter
coloured differently in both words.

- Produce the sounds of letter “l” and

“n” in a few times.

- Teach the new phrase How do you
spell + name?; then show Ss how to
spell Nam, Linda and some other names
in their class.

- Put the piece of paper with the chant
on the board.

- Play the recording all way through for
Ss to listen, clap the syllables.

- Play the recording again for Ss to listen
and repeat each line of the chant and
clap the syllables.

- Ask Ss to practise the chant.

- Call on a group to recite the chant, the
rest of the class clap the syllables.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Make a few questions to check Ss’

comprehension.

- Ask Ss to recite the chant to reinforce
their pronunciation.

- Have Ss to circle all the words
containing the focused sounds “Linda”

and “Nam” in the chant

- Teacher – Whole class

- Whole class

- Teacher – Whole class

- Whole class
- Whole class

- Half – half; group;
- Group

- Whole class
- Whole class
- Whole class

Listen and
tick

(20’)

- Ask Ss to describe the pictures by
using the questions “ Who’s he?”;
“Who’s she?”. Tell Ss that they are
going to listen to the recording and

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match the information they hear to the
pictures. They should tick the box in the
appropriate picture.

- Play the recording all way through for
Ss to listen while they are looking
closely the pictures in their books.

- Play the recording again for Ss to listen
and tick the correct pictures.

- Ask Ss to give their answers.

- Replay the recording for Ss to check
their answer.

- Ask Ss some questions to check Ss’
comprehension.

- Whole class

- Individually
- Individually

- Whole class

Key: 1.a; 2b
- Whole class

Reinforcement
(5’)

Let’s chant: “ Linda Nam” - Whole class; group;
individually

Homelink
(2’)

- Recite the chant on page 14. - Individually

Unit 2: My name is...

Lesson 2 - Period 4 (Page 15)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to read simple names and
match and sing the song “The ABC song”.

2. Languge focus:

- Vocabulary: how, spell.

- Sentence patterns: How do you spell Linda?
 L-I-N-D-A.

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Procedure Tasks Way/Mode
Warm-up

(3’)

- Ss recite the chant on page 14. - Whole class ; Individually
Read and

match
(20’)

- Ask Ss to read the sentences
individually and do the task.

- Ask Ss to compair with their partners.
- Ask Ss to give their answers.

- Make somw questions to check Ss’
comprehension.

- Check.

- Ask Ss to read the text aloud in chorus
to reinforce their pronunciation.

- Teacher – Whole class

- Individually
- Pairwork
- Individually
- Whole class

Key: 1b; 2ab
- Whole class

Let’s sing
(10’)

* The ABC song

- Ask Ss to describe the picture by using
the questions “ What is it”; “ What are 
they?” “What arethey doing?”.

- Put the large piece of paper on the
board. Tell Ss that they are going to sing
the song “ The ABC song”.

- Play the recording all the way through
for Ss to listen while they are reading the
song.

- Play the recording again for Ss to
repeat each line of rhythms. Have Ss
point to the corresponding letters while
they are repeating.

- Call on a group of 8 to the front of the
class, have four of them repeat each line
of the rhythms, others clap the rhythms.
- Ask Ss to work in group to practise
singing and clap the rhythms.

- Call on a group to perform the song at
the front of the class, the rest of the class
sing along and clap the rhythms.

- Teacher – Whole class

- Whole class

- Groupwork

- Groupwork
- Groupwork

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- Call on a student to perform the song.
- Have the whole class sing the song
again to reinforce their pronunciation.

- Whole class

Reinforcement
(5’)

Let’s sing “The ABC song” - Whole class; group;
individually

Homelink
(2’)

- Recite the song“ The ABC song”. - Individually

Unit 2: My name is...

Lesson 3 - Period 5 (Page 16)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to spell simple names.
2. Languge focus:

- Vocabulary: how, spell, name.

- Sentence patterns: How do you spell your name?
 L-I-N-D-A.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Sing “The ABC song”. - Whole class
Listen and

repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Where
are they?”; “What are they doing?”

- Ask Ss to listen to the tape and point to
the text.

- Ask Ss to listen and repeat the
dialogue.

- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Use a poster or two characters puppets
to present the situation and new
language.

- Teacher – Whole class
- Whole class

- Whole class

- Teacher – Whole class;
Half – half; Pairs

Look and say
(20’)

- Sentence patterns:

How do you spell your name?
 T-O-M

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partterns in a few times.

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”. Tell them that they are going to
practise spelling names. Ask Ss to guess
and say the lines in the speech bubble.
Fill the bubbles with correct phrases
prompted by Ss, then repeat the line in a
few times.

- Model. Call on a pair. Have them
pretend to be the characters in the
pictures. Ask them to act out the
question and answer about spelling.
- Ask Ss to practise acting out the

question and answer about spelling.
- Call on some pairs to perform at the
front of the class, the rest of the class
observer and give comment.

- Ask the whole class repeat all the
phrases in chorus to reinforce their
pronunciation ( stress, assimilation of
sounds and intonation)

- Teacher – Whole class

- Pairwork

- Pairwork
- Pairwork

- Whole class

Reinforcement
(5’)

* Let’s sing “ How do you spell Tom?”

How do you spell Tom? How do you
spell Tom?

T-O-M. T-O –M

How do you spell your name? How do

you spell your name?

T-O-M. T-O-M

- Put the large piece of paper on the
board. Tell Ss that they are going to sing
the song. Tell Ss the rhythms of the
song.

- Ask Ss to listen while they are reading
the song.

- Ask Ss to listen and repeat each line of
rhythms. Have Ss do the action while
they are repeating.

- Ask a group of 6 to the front of the
class, three of them sing and the left do
the action.

- Ask a student to the front of the class

- Whole class
- Whole class

- Groupwork

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to sing and do the action.

- Ask the whole class to sing and do the

action to reinforce their pronunciation

- Whole class

Homelink
(2’)

- Recite the song - Individually

Unit 2: My name is...

Lesson 3 - Period 6 (Page 17)

I/ Overview.

1. Objectives: By the end of this lesson, Ss will be able to write spelling simple names.
2. Languge focus:

- Sentence patterns: How do you spell your name?
 L-I-N-D-A.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Sing the song at last lesson - Whole class
Write

(15’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she?”; “What are they doing?”. Tell Ss
that they are going to read and get the
information to write the missing word in
tasks 1 and 2.

- Ask Ss to read silently and complete
the sentences individually.

- Ask Ss to compare with their partners.
- Ask Ss to give their answers,the rest of
the class give comment.

- Check.

- Ask whole class to read aloud each line
of the dialogues to reinforce their
pronunciation.

- Teacher – Whole class

- Individually
- Pairwork
- Whole class
Key: 1. Mai; Tony
2. L-I-N-D-A
- Whole class

Let’s play
(10’)

* Circle the names Lan, Linda, 
,phomg, Nam and Tony

- Ask Ss to describe the table by using
the question “What are they?”

- Explain how the game is played: Ss
look at the letters in the grid ans circle

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the names Lan, Linda, Phong, Nam and
Tony that they have to search, eg. LAN.
- Ss play the game in groups.

- Call on some volunteers to show their
work to their classmates.

- Have the whole class spell the names
given to renforce their pronunciation.

- Groupwork
- Individually
- Whole class

Reinforcement
(10’)

- Let’s sing “How do you spell Tom”

* Summary: - In this lesson, Ss have
learnt to ask and answer about names,
and to spell simple names, using How
do you spell your name?

- Whole class; group;
individually

Homelink
(2’)

- Recite the song “The hello song” - Individually

Week 5

Unit 3: How are you?

Lesson 1 - Period 1 (Page 18)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to say goodbye (Review).
2. Languge focus:

- Sentence patterns: How are you?

I’m fine, thank you. And you?
Fine, thanks.

- Vocabulary: how, thank, thanks, fine, and.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Sing the song “ How do you spell
Tom?”

- Whole class

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and repeat
(10’)

the questions “ Who’s he?”; “Where
are they?”; “What are they doing?”.

Tell them that they are going to review
some phrases of greeting and some
more. Explain the situation and the use
of the titles Mr, Mrs and Miss.

- Ask Ss to listen to the tape and point to
the text.

- Ask Ss to listen and repeat the
dialogue.

- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Use a poster or two characters puppets
to present the situation and new
language.

- Whole class
- Whole class

- Teacher – Whole class;
Half – half; Pairs

Look and say
(20’)

- Sentence patterns:
How are you?

I’m fine, thank you. And you?
 Fine, thanks.

- Ask the whole class to listen and repeat
the sentence patterns in a few time.
- Explain the use of “thanks”, “thank
you”

* Note: “Thanks” is an informal

expression of “thank you”

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?” “What are they doing?”

- Model. Point to picture a. Ask Ss to
guess what each character should say.
Then fill the speech bubbles with the
correct phrases prompted by Ss. Have
the whole class repeat the lines in
bubbles a few times.

- Ask Ss to practise.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Whole class

- Teacher – Whole class
- Whole class

- Teacher – Whole class;
Half – half; Pairs

Reinforcement
(5’)

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Hi, How Are You?

I'm fine.

Hi, How Are You?
I'm fine.

Hi, How Are You?
I'm fine. How Are You?
I'm fine, I'm fine, I'm fine.

- Put the large piece of paper on the
board. Tell Ss that they are going to sing
the song. Tell Ss the rhythms of the
song.

- Ask Ss to listen while they are reading
the song.

- Ask Ss to listen and repeat each line of
rhythms. Have Ss do the action while
they are repeating.

- Ask a group of 6 to the front of the
class, three of them sing and the left do
the action.

- Ask a student to the front of the class
to sing and do the action.

- Ask the whole class to sing and do the
action to reinforce their pronunciation

- Whole class
- Whole class

- Groupwork

- Individually
- Whole class

Homelink
(2’)

- Recite the song “Hi, How are you?”. - Individually

Unit 3: How are you?

Lesson 1 - Period 2 (Page 19)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to say goodbye (Review).
2. Languge focus:

- Sentence patterns: How are you?

I’m fine, thank you. And you?
Fine, thanks.

- Vocabulary: how, thank, thanks, fine, and.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

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Warm-up
(3’)

- Ask Ss to sing the song “Hi, How are
you?”.

- Whole class
Talk

(15’)

- Ask Ss to describe the pictures by
using the questions “ Who’s he?”;
“Who’s she?”; “What are they doing?”.

Recall the titles Mr, Mrs, Miss. Point to
picture a and ask Ss to guess what the
girl would say to the boy and vice versa.
Fill the speech bubbles with the correct
phrase provied by Ss. Then have them to
repeat the sentences in the bubbles a few
times before letting them practise freely.
They can use the pictures in their
notebooks to practise or role-play the
exchanges.

- Ask Ss to practise in pairs.

- Call on a pair to demonstrate at the

front of the class, the rest of the class
watch and comment.

- Have Ss two minutes to practise, then
ask some pairs to practise in front of the
class.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Teacher – Whole class

- Pairwork
- Pairwork

- Pairwork

Let’s chant
(15’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”; “What are they doing?”.

- Put the piece of paper with the chant
on the board.

- Play the recording all way through for
Ss to listen, clap the syllables.

- Play the recording again for Ss to listen
and repeat each line of the chant and
clap the syllables.

- Ask Ss to practise the chant.

- Ask whole class to repeat the chant.
- Check pronunciation.

- Teacher – Whole class

- Whole class
- Whole class

- Half – half; group;
individually

- Whole class

Reinforcement
(5’)

- Ask Ss to write a dictation of the chant
on their notebooks.

- Individually

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(2’)

Unit 3: How are you?

Lesson 2 - Period 3 (Page 20)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to say and listen to the greetings
phrases they have learnt in the previous lesson.

2. Languge focus:
- Phonics: hello thanks

- Sentence patterns: How are you?

I’m fine, thank you. And you?
Fine, thanks.

- Vocabulary: how, thank, thanks, fine, and.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ss recite and clap the syllables of the
chant on page 13.

- Whole class ; Individually
Listen and

repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “What are
they doing?”; “Where are they?”

- Have Ss to look at the words “hello”
and “thanks” and notice the letter
coloured differently in both words.

- Produce the sounds of letter “l” and
“a” in a few times.

- Put the piece of paper with the chant
on the board. Recall the words and
phrases: Tony, how are you, fine, thanks,
and you, thank you.

- Play the recording all way through for
Ss to listen while they are reading the
chant on the board, clap the syllables.
- Play the recording again for Ss to listen
and repeat each line of the chant and
clap the syllables.

- Ask Ss to practise the chant.

- Call on a group to recite the chant, the
rest of the class clap the syllables.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Teacher – Whole class
- Whole class

- Whole class

- Teacher – Whole class

- Whole class

- Half – half; group;
- Group

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- Make a few questions to check Ss’
comprehension.

- Ask Ss to recite the chant to reinforce
their pronunciation.

- Whole class

Listen and
tick
(20’)

- Ask Ss to describe the pictures by
using the questions “ Who’s he?”; 
“Who’s she?”; “ What are they doing?”

Tell Ss that they are going to listen to
the recording and match the information
they hear to the pictures. They should
tick the box in the coner of the correct
picture.

- Play the recording all way through for
Ss to listen while they are looking
closely the pictures in their books.

- Play the recording again for Ss to listen
and tick the correct pictures.

- Ask Ss to give their answers.

- Replay the recording for Ss to check
their answer.

- Ask Ss some questions to check Ss’
comprehension.

- Teacher – Whole class

- Whole class

- Individually

- Individually
- Whole class

Key: 1.b; 2a
- Whole class

Reinforcement
(5’)

Let’s chant: “ hello thanks” - Whole class; group;
individually

Homelink
(2’)

- Recite the chant on page 20. - Individually

Unit 3: How are you?

Lesson 2 - Period 4 (Page 21)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able read the greetings phrases and
match and know how to play game “Greeting”.

2. Languge focus:

- Sentence patterns: How are you?

I’m fine, thank you. And you?
Fine, thanks.

- Vocabulary: now, together.

3. Resources: Student book, fresh cards, posters, pupets...
II/ Procedure.

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Warm-up
(3’)

- Ss recite the chant on page 20. - Whole class ; Individually
Read and

match
(20’)

- Ask Ss to describe the picture by using
the questions “ How many pictures are
ther?”; “How many dialogues are
there?”; “ Who’s he?”; “Who’s she?”;
“What is he/she doing?”. Tell Ss that
they are going to read the sentences to
get the information in order to match the
pictures to the text. Explain the situation
in each picture.

- Teach new words and phrases : now,
together, Let’s go together

- Ask Ss to read the sentences
individually and do the task.

- Ask Ss to compair with their partners.
- Ask Ss to give their answers.

- Make somw questions to check Ss’
comprehension.

- Check.

- Ask Ss to read the dialogues aloud in
chorus to reinforce their pronunciation.

- Teacher – Whole class

- Individually
- Pairwork
- Individually
- Whole class

Key: 1b; 2ab
- Whole class

Let’s play
(10’)

* Greeting

- Ask Ss to describe the picture by the
questions “ Who’s he?”; “Who’s she?”;
“What are they taking?”

- Ask Ss to read the signs the characters
have got Hello; Hi; Goodbye; fine;
thanks.

- When the speaker says How are you?

the one who has got the right responding

I’m fine, thanks, raise his/her own sign
or read the sentences aloud as it’s
written.

- Ask Ss to play in groups.

- Call on some groups to demonstrade
the game at the front of the class. The
rest of the class observer and give
comments.

- Have the whole class repeat all the
sentence practised to reinforce their
pronunciation.

- Teacher – Whole class
- Whole class

- Groupwork
- Groupwork

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Reinforcement
(5’)

Let’s sing “Hi, How are you?” - Whole class; group;
individually

Homelink
(2’)

- Recite the chant on page 20. - Individually

Week 6

Unit 3: How are you?

Lesson 3 - Period 5 (Page 22)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to greet (Review), using the
language they have learnt.

2. Languge focus:
- Vocabulary: school.

- Sentence patterns: How are you?

I’m fine, thank you.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Greet the class in the same way that Ss
have learnt in lesson 2. Have them reply.
Then get Ss to recite the chant on page
20.

- Whole class

Listen and
repeat

(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she”; “What are they doing?”. Explain
new words and language: school, let’s
go to school.

- Ask Ss to listen to the tape and mime
the dialogue.

- Ask Ss to listen and repeat each line of

- Teacher – Whole class

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the dialogue.

- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Use a poster or two characters puppets
to remind what they have learnt in last
lesson.

- Teacher – Whole class;
Half – half; Pairs

Look and say
(20’)

- Sentence patterns: 
How are you?
 I’m fine, thank you.

- Ask Ss to listen and repeat the sentence
partterns in a few times.

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”; “ What are they doing?”. Tell
them that they are going to guess and
respond to the first character. Then fill
the bubbles with correct phrases

prompted by Ss, then repeat the line in a
few times.

- Model. Call on a pair. Have them
pretend to be Miss Hien and Linda. Ask
them to act out the dialogue.

- Ask Ss to practise in pairs.

- Call on some pairs to perform at the
front of the class, the rest of the class
observer and give comment.

- Ask the whole class repeat all the
phrases in chorus to reinforce their
pronunciation ( stress, assimilation of
sounds and intonation)

- Whole class

- Teacher – Whole class

- Pairwork

- Pairwork
- Pairwork

- Whole class

Reinforcement

(5’)

* Let’s sing “ Hi, How are you?” - Whole class; group;
individually

Homelink
(2’)

- Recite the song “ Hi, How are you?” - Individually

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I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to greet (Review), using the
language they have learnt.

2. Languge focus:

- Sentence patterns: How are you?

I’m fine, thank you.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Sing the song “ Hi, How are you?” - Whole class

Write

(15’)

- Ask Ss to describe the picture by using
the questions “Who’s she?”; “What are
they doing?”; “ How many gaps are
there?”; “How many words are there in
the box?”. Tell Ss that they are going to
read and get the information to write the
missing words in the dialogue, using
those from the frame on the top of the
page.

- Ask Ss to read silently and complete
the sentences individually.

- Ask Ss to compare with their partners.
- Ask Ss to give their answers,the rest of
the class give comment.

- Check.

- Ask whole class to read aloud each line
of the dialogues to reinforce their
pronunciation.

- Teacher – Whole class

- Individually

- Pairwork
- Whole class

Key: 1. Hi; 2. How; 3.
thank; 4.thanks

- Whole class

Let’s sing
(15’)

* How are you?

- Ask Ss to describe the picture by using
the questions “ Who’s she?”; “Who’s 
he?”; “ Where are they going?”

- Put the large piece of paper on the
board. Tell Ss that they are going to sing
the song “ How are you?”.

- Play the recording all the way through
for Ss to listen. Mime the rhyme.

- Play the recording again for Ss to
repeat each line of rhyme. Have Ss point

- Teacher – Whole class

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to the appropriate lines as they sing.

- Call on a group of 8 to the front of the
class, have four of them repeat each line
of the rhyme, others do the actions.
- Ask Ss to work in group to practise
singing and do the actions.

- Call on a group to perform the song at
the front of the class, the rest of the class
sing along.

- Call on a student to perform the song.
- Have the whole class sing the song
again to reinforce their pronunciation.

- Groupwork

- Groupwork
- Groupwork

- Individually
- Whole class

Reinforcement
(5’)

Let’s sing “How are you”

* Summary: In this lesson, Ss have
learnt how to use greeting phrases in
comminicative skills.

- Whole class; group;
individually

Homelink
(2’)

- Recite the song “How are you?” - Individually

Unit 4: What’s your name?

Lesson 1 - Period 1 (Page 24)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to ask and answer about
someone’s names.

2. Languge focus:

- Vocabulary: What, my, your

- Sentence patterns: What’s your name?
 My name’s Linda.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Sing the song “ How are you?” - Whole class
Look, listen

and repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “ Who’s
she?”; “Where are they?”; “What are
they doing?”.

- Ask Ss to listen to the tape and point to
the text.

- Teacher – Whole class

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- Ask Ss to listen and repeat the
dialogue.

- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Use a poster or two characters puppets
to present the situation and new
language.

- Teacher – Whole class;
Half – half; Pairs

Look and say
(20’)

- Sentence patterns:
What’s your name?
 My name’s Linda.

- Ask the whole class to listen and repeat
the sentence patterns in a few times.
* Note: What’s = What is

name’s = name is

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?” “Where is he/she?”. Ask Ss to
repeat each name a few times.

- Model. Point to picture a. Ask Ss to
guess what each character should say to
respond to the question What’s your
name?. Then fill the speech bubbles
with the correct phrases prompted by Ss.
Have the whole class repeat the lines in
bubbles a few times.

- Ask Ss to practise.

- Check pronunciation ( stress,

assimilation of sounds and intonation)

- Whole class

- Teacher – Whole class

- Teacher – Whole class;
Half – half; Pairs

Reinforcement
(5’)

* Let’s play “ Slap the board” - Whole class
Homelink

(2’)

- Draw a picture of himself/herself and
put thier name under it, eg. My name is
Lam.

- Individually

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1.Objectives: By the end of this lesson, Ss will be able to ask and answer about
someone’s names (Review).

2. Languge focus:

- Sentence patterns: What’s your name?
 My name’s Linda.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Ask Ss to show the picture they drew
and introduce their name.

- Individually
Talk

(15’)

- Ask Ss to describe the pictures by
using the questions “ Who’s he?”;
“Who’s she?”; “What are they doing?”.

Point to picture a and ask Ss to pretend
to be Hoa. Then ask them what they
would say to respond to the question

What’s your name?. Fill the speech
bubbles with the correct phrase provied
by Ss. Then have them to repeat the
sentences in the bubbles a few times
before letting them practise freely. They

can use the pictures in their notebooks to
practise or role-play the exchanges.
- Ask Ss to practise in pairs.

- Call on a pair to demonstrate at the
front of the class, the rest of the class
watch and comment.

- Have Ss two minutes to practise, then
ask some pairs to practise in front of the
class.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Teacher – Whole class

- Pairwork
- Pairwork

- Pairwork

Let’s sing
(15’)

- Ask Ss to describe the picture by using
the questions “Who’s she?”; “Where is 
she going?”

- Put the piece of paper with the chant

on the board.

- Play the recording all the way through
for Ss to listen. Clap the rhthyme.

- Play the recording again for Ss to
repeat each line and clap the rhymes.
- Call on a group of 6 to the front of the

- Teacher – Whole class

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class, have three of them repeat each line
of the rhthyme, others clap the rhythmes.
- Ask Ss to work in group to practise
singing and clapping the rhythmes.

- Call on a student to perform the song.
- Have the whole class sing the song,
clap the rhythms together to reinforce
their pronunciation.

- Group
- Individually
- Whole class

Reinforcement
(5’)

- Ask Ss to write a dictation of the song
on their notebooks.

- Individually

Homelink
(2’)

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Week 7

Unit 4: What’s your name?

Lesson 2 - Period 3 (Page 26)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to introduce someone, using

This is + name.

2. Languge focus:
- Phonics: this Tom

- Sentence patterns: This is Linda

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Greet Ss and have them reply. Walk

around the class to ask the names of
some specific Ss. Ss sing the song on
page 23.

- Individually; Whole class

Listen and
repeat

(10’)

- Ask Ss to describe the picture by using
the questions “ How many Ss are
there?”; “ Who’s he?”; “What are they
doing?”.

- Have Ss to look at the words “this” and
“Tom” and notice the letter coloured
differently in both words.

- Produce the sounds of letter “th” and

“t” in a few times.

- Put the piece of paper with the chant
on the board. Teach the new words and
phrases with this and that.

- Play the recording all way through for
Ss to listen while they are reading the

chant on the board, clap the rhythms.
- Play the recording again for Ss to listen
and repeat each line of the chant and

- Teacher – Whole class

- Whole class

- Teacher – Whole class

- Whole class

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clap the rhythms.

- Ask Ss to practise the chant.

- Call on a group to recite the chant, the
rest of the class clap the rhythms.

- Check pronunciation ( stress,
assimilation of sounds and intonation)
- Make a few questions to check Ss’
comprehension.

- Ask Ss to recite the chant to reinforce
their pronunciation.

- Group

- Whole class
- Whole class

Listen and
tick
(20’)

- Ask Ss to describe the pictures by
using the questions “ Who’s he?”; 
“Who’s she?”;“ What are they doing?”.

Tell Ss that they are going to listen to
the recording and match the information
they hear to the pictures. They should
tick the box in the coner of the correct
picture.

- Play the recording all way through for
Ss to listen while they are looking
closely the pictures in their books.

- Play the recording again for Ss to listen
and tick the correct pictures.

- Ask Ss to give their answers.

- Replay the recording for Ss to check

their answer.

- Ask Ss some questions to check Ss’
comprehension.

- Teacher – Whole class

- Whole class

- Individually
- Individually
- Whole class

Key: 1.b; 2a
- Whole class

Reinforcement
(5’)

Let’s chant: “ this Tom” - Whole class; group;
individually

Homelink
(2’)

- Recite the chant on page 26. - Individually

Unit 4: What’s your name?

Lesson 2 - Period 4 (Page 27)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to read someone’s names and
match and know how to play game “Stand up when you hear...”

2. Languge focus:

</div>
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My name’s Linda.

</div>
(37)<div class='page_container' data-page=37>

Unit 4: What’s your name?

Lesson 3 - Period 5 (Page 28)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to spell someone’s name, using

How do you spell our name?

2. Languge focus:

- Sentence patterns: How do you spell your name?
L-I-N-D-A.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Sing the song “The ABC song”. - Whole class

Listen and

repeat
(10’)

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s
she”; “What are they doing?”. Explain
new words and language: new friend.

Teach Ss to spell some specific names.
- Ask Ss to listen to the tape as they read
the dialogue.

- Ask Ss to listen and repeat each line of
the dialogue.

- Ask Ss to practise the dialogue.

- Check pronunciation ( stress,
assimilation of sounds and intonation)

- Teacher – Whole class

- Whole class
- Whole class

- Teacher – Whole class;
Group

Look and say
(20’)

- Sentence patterns (Review)

How do you spell your name?
 LI-N-D-A.

- Ask Ss to listen and repeat the sentence
partterns in a few times.

- Ask Ss to describe the picture by using
the questions “ Who’s he?”; “Who’s 
she?”.

- Model. Point to picture a. Ask Ss to
pretend to be Mary. Ask How do you
spell your name? Have Ss repeat the
answer M-A-R-Y. Then tell them to
repeat the question and answer. Repeat
the step with the other names.

- Whole class

- Teacher – Whole class
- Teacher – Whole class

</div>
(38)<div class='page_container' data-page=38>

- Ask Ss to practise in pairs.

- Call on some pairs to perform at the

front of the class, the rest of the class
observer and give comment.

- Ask the whole class repeat all the
questions and answers in chorus to
reinforce their pronunciation ( stress,
assimilation of sounds and intonation)

- Whole class

Reinforcement
(5’)

* Let’s sing “ The ABC song” - Whole class; group;
individually

Homelink
(2’)

- Spell the names of their family’s
members.

- Individually

Unit 4: What’s your name?

Lesson 3 - Period 6 (Page 29)

I/ Overview.

1.Objectives: By the end of this lesson, Ss will be able to write the sentences of
introducing and spelling names.

2. Languge focus:

- Sentence patterns: How do you spell your name?
L-I-N-D-A.

This is Tom.

What’s your name? – My name’s Linda.

3. Resources: Student book, recording, fresh cards, posters, pupets...
II/ Procedure.

Procedure Tasks Way/Mode

Warm-up
(3’)

- Sing the song “ The ABC song”. - Whole class
Write

(15’)

- Ask Ss to describe the picture by using
the questions “ How many texts are
there?”; “How many pictures are
there?”; “Who’s she?”; “What are they
doing?”; “ How many gaps are
there?”; “How many words are there in
the box?”. Tell Ss that they are going to

read and get the information to write the
missing words in the dialogue, using
those from the frame on the top of the
page.

- Teacher – Whole class

</div>
(39)<div class='page_container' data-page=39>

- Ask Ss to read silently and complete
the sentences individually.

- Ask Ss to compare with their partners.
- Ask Ss to give their answers,the rest of
the class give comment.

- Check.

- Ask whole class to read aloud each line
of the dialogues to reinforce their
pronunciation.

- Pairwork
- Whole class

Key: 1. this; 2. What; 3.
spell

- Whole class

Let’s chant
(15’)

* Meet my friends

- Ask Ss to describe the picture by using
the questions “ How many Ss are

there?”; “What are they doing?”.

- Put the piece of paper with the chant
on the board. Have Ss to repeat the
names of the characters in the chant and
spell them.

- Play the recording all way through for
Ss to listen, point to each line and mime.
- Teach the new phrases: meet my
friends and play with my friends.

- Play the recording again for Ss to listen
and repeat each line of the chant and
mime.

- Ask Ss to practise the chant.

- Ask the whole class to say the chant in
chorus to reinforce their pronunciation.

- Teacher – Whole class

- Whole class

- Group; individually
- Whole class

Reinforcement
(5’)

- Write a dictation of the chant.

* Summary: In this lesson, Ss have
learnt how to spellCreated by Installed by

Babim someone’s name, using How do

you spell your name? and say the
alphabet letters.

- Individually

Homelink
(2’)

</div>

Giao an lop 3 chuan T27

<b>Week 2</b>

<b>Unit 1: Hello</b>

<b>Lesson 1 - Period 1 (Page 6)</b>

<b>Unit 1: Hello</b>

<b>Lesson 1 - Period 2 (Page 7)</b>

<b>Unit 1: Hello</b>

<b>Unit 1: Hello</b>

<b>Lesson 2 - Period 4 (Page 9)</b>

<b>Week 3</b>

<b>Unit 1: Hello</b>

<b>Unit 1: Hello</b>

<b>Lesson 3 - Period 6 (Page 11)</b>

<b>Unit 2: My name is...</b>

<b>Lesson 1 - Period 1 (Page 12)</b>

<b>Unit 2: My name is...</b>

<b>Lesson 1 - Period 2 (Page 13)</b>

<b>Week 4 Unit 2: My name is...</b>

<b>Lesson 2 - Period 3 (Page 14)</b>

<b>Unit 2: My name is...</b>

<b>Lesson 2 - Period 4 (Page 15)</b>

<b>Unit 2: My name is...</b>

<b>Lesson 3 - Period 5 (Page 16)</b>

<b>Unit 2: My name is...</b>

<b>Lesson 3 - Period 6 (Page 17)</b>

<b>Week 5</b>

<b>Unit 3: How are you?</b>

<b>Lesson 1 - Period 1 (Page 18)</b>

<b>Unit 3: How are you?</b>

<b>Lesson 1 - Period 2 (Page 19)</b>

<b>Unit 3: How are you?</b>

<b>Lesson 2 - Period 3 (Page 20)</b>

<b>Unit 3: How are you?</b>

<b>Lesson 2 - Period 4 (Page 21)</b>

<b>Week 6</b>

<b>Unit 3: How are you?</b>

<b>Lesson 3 - Period 5 (Page 22)</b>

<b>Unit 4: What’s your name?</b>

<b>Lesson 1 - Period 1 (Page 24)</b>

<b>Week 7</b>

<b>Unit 4: What’s your name?</b>

<b>Lesson 2 - Period 3 (Page 26)</b>

<b>Unit 4: What’s your name?</b>

<b>Lesson 2 - Period 4 (Page 27)</b>

<b>Unit 4: What’s your name?</b>

<b>Lesson 3 - Period 5 (Page 28)</b>

<b>Unit 4: What’s your name?</b>

<b>Lesson 3 - Period 6 (Page 29)</b>

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